Mathematics Lesson Plan: Division

Strand: Number

Strand Unit: Operations – Division

Lesson: Dividing big numbers

Class: 3rd

Date: 10/03/2020

Time: 10:30

Materials/equipment required: textbook, unifix cubes

Curriculum Objective(s):
The child should be enabled to:
1. Explore, understand and apply the zero, commutative and distributive
properties of division
2. Develop and/or recall division facts within 100.

Specific Objectives for this Lesson:

The child should be enabled to:
1. Explore, understand and apply the commutative property of division in
relation to multiples of 3 up to 30
2. Revise and/or recall division facts within 100

Introduction:

Display a number of items (sweets) on nylon board. Tell the children that these sweets

are intended for two people. Explain that we want to be fair in distributing them.

Elicit from them suggestions regarding how we might do this.

Step 1 Concrete (Make it): Using Arrays

(a) Exploring Arrays:

Display 12 counters in a random manner to the students using their counters. Elicit
from the students ways in which they might order the counters that might help us
easily identify the number of counters. Students will be prompted to suggest using
neat rows and columns. Prompt with questions like:
*How might I arrange the counters so I can easily count them?
*If I have 24 counters, how many groups of 6 counters could I make?
To conclude, ask children to remind me of how best we could divide up the counters
so that a group of ___ gets an equal amount
 (b) Making Arrays:
Distribute pre-prepared packs of counters for each pair of students. From their packs
of 24 counters get the m to make equal groups of __. Then ask for groups of a
number that doesn’t go into 24 evenly e.g. 5 or 9 and ask how many remainders they
are left with. Remind students of how to work effectively in pairs. Explain that talking
using a whispered voice is allowed.

Step 2 Pictorial/Representation (Draw it): Drawing Arrays

Ask the pupils to use their whiteboards. This will help them to draw all possible
arrangements that can be made using arrays for the numbers on the board. For
example, put up 36 counters on the main whiteboard
Ask for how to make equal amounts for that group i.e. common multiples and ask for
how many groups of __ fit in the 36.
Get them to use their whiteboards to divide into prime numbers so that there must
be a remainder.

Step 3 Abstract (Write it): Independent Written Task

(a) Present each individual student with work from their textbooks containing a
variety of division sums. Ask children to write the statement represented by
the sums in the book.
(b) Get the children to demonstrate their knowledge of division on the board
using different sums.
(c) Assess the children’s ability to deal with these exercises, if they find it too
easy try to move through the chapter faster with more challenging problems

Whilst students are engaging with the task circulate and assess whether students
understand the commutative property of multiplication. When students have
completed the task ask them to turn to their partner and compare their responses.

Conclusion: Tables Game

Do a tables game with the class where I call out a division question between two people and

the first one to answer correctly stays in the game. i.e. hot seat